Peace building via Language Learning: A Systematic Review of ESL and Peace Education Integration in Pakistan

This systematic literature review investigates the integration of peace education within English as a Second Language instruction in Pakistan. It addresses three objectives that include exploring research gaps, evaluating theoretical frameworks that can be integrated with ESL instruction, and exploring innovations for peace education integration at the grassroot level. Findings reveal that there are several gaps in the existing researches. Big cities such as Lahore and Karachi dominate research in this area while rural and conflict affected regions such as Khyber Pakhtunkhwa and Balochistan remain unexplored. There is a limited adaptability of theoretical frameworks such as Critical Pedagogy and Social Emotional Learning (SEL) with ESL instruction in the conservative educational contexts. A few adaptations such as SEL infused with Islamic values exist and have limited impact. Certain initiatives taken at the grassroot level, such as the mediation of seniors or debates created to resolve conflict, highlight that innovative practices exist but teacher led innovative practices are rare and also not documented. The existing education system creates certain barriers such as exam oriented curricula, ideological resistance, and limited resources to handle conflict. All these issues highlight that there is a need for significant policy reforms, teacher training, and participatory research. In Pakistan’s complex sociolinguistic landscape, the study recommends that hybrid models should be adopted to facilitate the integration of theoretical frameworks of peace education with ESL instruction keeping in view local traditions. This can help develop linguistically and socially transformative ESL classrooms.

peace education, ESL in Pakistan, critical pedagogy, social-emotional learning

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